Generally defined by Reeve (2015) as, during instruction, teachers “take their students’ perspective, listen empathetically to what students say, and utilize instructional strategies such as nurturing inner motivational resources, providing explanatory rationales, using informational language, displaying patience, and acknowledging and accepting students’ expressions of negative affect” (p. 501).
Published in Chapter:
Perceptions of Middle School Teachers on Technology Integration
Inaya Jaafar (The Chicago School of Professional Psychology, USA & North Bergen School District, USA), Aubrey Statti (The Chicago School of Professional Psychology, USA), and
Kelly M. Torres (The Chicago School of Professional Psychology, USA)
Copyright: © 2021
|Pages: 17
DOI: 10.4018/978-1-7998-6480-6.ch002
Abstract
Using an interpretative phenomenological analysis, this research explored how technology affects the teacher-student relationship in the middle school classroom, and in addition, investigated the middle school teachers' perceptions of the teacher-student relationship when the technology was integrated. This chapter reports on data collected from 16 middle school teachers in Grades 6, 7, and 8 within one school district in northern New Jersey. The data sources included one-to-one semi-structured interviews and a focus group consisting of 10 out of the 16 middle school teachers from the various core subjects (English language arts, mathematics, social studies, and science). The data were analyzed by coding and generating themes in a qualitative approach as recommended in an interpretative phenomenological analysis.